Word
Know it well,
can explain and
use it
Know
something
about it, can
relate it to a
situation
tyranny
surreptitious
grapnel
purport
sensitive
dubious
Tyranny- oppressive power usually by a government
Surreptitious- done in secret; stealthy
Grapnel- a small anchor with flukes to recover a sunken object
Purport- meaning conveyed, professed, or implied
Sensitive- capable of feeling
Dubious- uncertain, questionable
Have seen or
heard the word
Do not know
the word
Vocabulary Instruction Sequence
Early Elementary Example
Text Read: Possum’s Harvest Moon by Anne Hunter
Day 1- First encounter with the words:
AUTUMN
Putting the word in context: “In the book it says, ‘Possum awoke one autumn evening.’”
Children repeat word: “Say the word with me.”
“Autumn”
Word meaning explained: “Autumn is a season. It is another way of saying fall.”
Children interact with the word: “What do you like to do in autumn?”
Children say the word again: “What’s that word we have been talking about again?”
SCURRIED
Putting the word in context: “In the book it says, “They hurried and scurried while the night was still
young.’”
Children repeat word: “Say the word with me.”
“Scurried”
Word meaning explained: “Scurried is a way of moving. It means to move fast. You could scurry to
the water fountain to get a drink before we start something new. A scared animal can scurry away so
that they don’t get hurt.”
Children interact with the word: Students say “scurry” if the word provides an example of scurry.
Walking sleepily to bed.
Racing to the rug to be the first one.
A hamster that has gotten loose and doesn’t want to get caught.
The way you would move to the car if you had to get a shot at the doctor.
Children say the word again: “What’s that word we have been talking about again?”
GAZE
Putting the word in context: “All together they gazed up at the face of the great harvest moon.”
Children repeat word: “Say the word with me.”
“gaze”
Word meaning explained: “Gaze means a way of looking at something. We gaze at something when
we are interested or curious. You keep looking because you might be wondering about the thing in
which you are looking. I could gaze up at the sky to look for stars.”
Children interact with the word:

When might you gaze at something? Say, ‘I would gaze _____________.’”

How might you look if you are gazing at Hannah Montana?
Children say the word again: “What’s that word we have been talking about again?”
Day 2- Let’s think about the three words autumn, scurry, and gaze. Let’s think about them some
more.
Part 1- Questions, reasons, examples:

Would you scurry to your favorite spot to read if you saw someone else might take your spot? Why?

Why would you pick apples in autumn?

Would you be gazing at something if you are running on the playground? Why or why not?

Would you be gazing if you were watching a sunset? Why or why not?

What could you gaze at in autumn?

Why would you not be able to gaze at a squirrel that is scurrying away from you?
Part 2- Children create examples


Is your favorite time autumn? Why or why not?
What animals have you see scurry?

When you are outside name some things you would gaze at.
Day 3- Charades
Students act out this week’s words and previously discussed words in a game of charades. They
can use dialogue and props to illustrate the word they are given.
Day 4- Mental Imagery
Students create mental images of the words in a “juicy word” booklet, index cards to be held
together with a ring, or using a program such as Kid Pix.
Vocabulary Instruction Sequence
Middle School Example
(Beck, McKeown, & Kucan, 2008)
Text Read: The View from Saturday by E.L. Konigsburg
Day 1- Students read Chapter 1 and then receive an introduction to all of the words in Chapters 1-3 so
that they have many opportunities to interact with the words throughout the week.
BENEVOLENT
Putting the word in context: “In Chapter 1 the judge smiled benevolently over the audience at the
regional championship.”
Word meaning explained: “If someone is benevolent, he or she is kind and wants the best for
everyone. A benevolent principal would be very understanding and willing to help students.”
Students Interact with the word: “If I say something that might seem benevolent, say ‘That’s
benevolent!’ If not, don’t say anything.”- It is important to explain their answers too.

Offering to help someone move into their new house

Ignoring a person who is having trouble lifting a suitcase.

Interrupting someone who is trying to explain her problem

Asking someone if he has a ride home from the game
“What’s the word that means “someone acting in a kind and helpful way?”
See p. 82 for example of instructional sequence for the word IRONIC
SUBTLE
Putting the word in context: “In Chapter 2 we will read about Ethan who describes the star’s
performance in the Phantom of the Opera as subtle.”
Word meaning explained: “Something that is subtle is not obvious or ‘in your face.’ It’s more
complicated and interesting and takes some thinking about. A subtle remark might seem simple on
the surface, but it could be very meaningful if you think more about it. A design on a shirt that you
can only see if you get up close to it would be subtle.”
Students Interact with the word: “Explain how each of the following could be subtle or not subtle.”Make sure to ask why.

The scent of perfume

The choice of colors for painting a house

The way a song moves between verses or refrains

The choices made by a gardener in planting flowers that will bloom in the spring.
“What’s the word that means ‘something that is not obvious?’?”
See sequence for PREOCCUPIED and SARCASTIC on pp. 83-84
PHILISOPHICAL
Putting the word in context: “In Chapter 2, when Nadia and her father talk about the newly hatched
turtles, he says: ‘What comes ashore always washes back out. That’s not a philosophical statement,
Nadia. It’s a fact.’ Nadia’s father is contrasting factual information with ideas that are philosophical
or abstract.”
Word meaning explained: “Philosophers think about big questions that don’t have clear answers like,
‘What is real?’ and ‘How do we know that we know something?’ A teacher might say that someone
is being philosophical if she asks what homework is good for anyway.”
Students Interact with the word: “If I say something that might interest a philosophical person, say
‘That’s quite philosophical.’ If not, don’t say anything. Ask, ‘Why?’

Trying to figure out what life would be like without a system for telling time

The batting average of your favorite baseball player

The population of your town

Thinking whether a person is aware before he or she is born
“What’s the word that means ‘focusing on big questions or ideas rather than facts’?”
See sequence for NONCHALANTLY and INEVITABLE on pp. 84-85.
Day 2- Questions about the words
Ask the following questions:

If something is inevitable, should you make plans to prevent it? Why or why not?

Would a benevolent person be likely to ignore a cry for help? Why or why not?

Is philosophical more like getting the details or thinking about the bigger picture? Why?

If someone is preoccupied, would he be likely to hear what’s going on around him? Explain.

If someone is acting nonchalantly, would you be likely to notice what she is doing?

Could the comment “Boy, I love this song!” ever be said in a sarcastic way? Explain.

Would it be ironic if someone got a bus pass just when the bus drivers went on strike? Why or
why not?

If something is subtle, would you be able to understand it without thinking much about it?
Explain.
Have students work in groups to develop contexts or examples about each word by responding to the
following:

What could be ironic about wanting a snow day and waking up to find out that it snowed 12 inches
during the night?

Name something that is inevitable every day in your life, and explain.

Think of something a coach might say in a sarcastic tone of voice.

Tell about someone whom you think is benevolent.

When might you act nonchalantly? Why?

If someone is philosophical, what might she like to do?

Name something that you could describe as subtle and explain why.

What might preoccupy a chef?
Let each group share their responses and discuss them.
Day 3- Analogies
On page 93 (the end of Chapter 3) Julian uses an analogy to explain what the term chops means. Have
students complete the following analogies:

Someone who is benevolent is not mean or selfish; someone who is preoccupied is not…

Something is ironic is unexpected; something that is inevitable is…

Something subtle is not obvious or “in your face”; something philosophical is not…

If you are acting nonchalantly, you are trying hard not to be noticed; if you are being sarcastic,
you are trying hard not to be…
Students can come up with other analogies.
Day 4- Complete the sentences
Students work with partners to complete the sentence stems. Share as a whole group to make sure the
sentences are strong contexts. They can write the sentences in their Vocabulary Logs.

Jason tries to be nonchalant when he…

The design on Shari’s party invitation was subtle because…

Fred can be described as a philosophical person because…

Our gym teacher can be described as benevolent because…

If someone is preoccupied with swimming, then…

Our teacher thought it was ironic that everyone wanted…

After losing a basketball game, a player might make a sarcastic remark like…

The change of seasons on Earth is inevitable because…
Additionally, questions specific to the book can be asked and students then reread to provide
responses. Or use the Mysteries of Harris Burdick by Chris Van Allsburg for examples of ironic,
unexpected, and inconsistent situations.
Day 5- Review and Assessment
To review vocabulary, prepare multiple cards with one vocabulary word on each. Have students select
a word card from a box and provide an explanation for the word. Other students can indicate (thumbsup, thumbs-down) if the explanation is adequate.
Assessment
Examples of True/False Assessment

A person who is trying to be nonchalant about something would want people to notice what
she is doing.

If something is subtle, you would probably notice it right away.
Examples of a written response assessment

Jeff was trying to be subtle when he said…

I couldn’t resist being sarcastic when my sister told me…

My teacher said I sounded philosophical when I told her…
Title of Book ____________________________________________
Tier Two Words Chosen for Instruction
Word
Student-friendly definitions
Word
Questions, Reasons, Examples
Page number
Definition
Tell me about a time when…
I’ll say some things and you tell me if it is an example of…
Show how you would look if you…
Would you rather be ______________ or _______________? Why?
Word
Activity
References
Beck, I., McKeown, M., & Kucan, L. (2002). Bringing words to life. New York: Guilford.
Beck, I., McKeown, M., & Kucan, L. (2008). Creating robust vocabulary. New York: Guilford.
Beck, I., McKeown, M., & Omanson, R. (1987). The effects and uses of diverse vocabulary instructional
techniques. In M. McKeown & M. Curtis (Eds.), The nature of vocabulary acquisition (pp. 147-163).
Hillsdale, NJ: Erlbaum.
Dale, E. (1965). Vocabulary measurement: Techniques and major findings. Elementary English, 42, 82-88.
Filan, G., & Sullivan, H. (1982, March). Children’s memory for words under self-reported and induced imagery
strategies. Paper presented at the Annual Meeting of the American Educational Research Association,
New York, NY.
MacGeorge, N.A. (1984). The effects of word imagery on the retention of sight vocabulary: An investigation in
grade one. Master’s thesis, Keane University of New Jersey. (ERIC Document Reproduction Service No.
ED258133)
Paivio, A. (1971). Imagery and verbal processes. New York: Holt, Rinehart, & Co.
Sadoski, M. (2005). A dual coding view of vocabulary learning. Reading & Writing Quarterly, 21, 221-238.
Sadoski, M., & Paivio, A. (2004). A dual coding theoretical model of reading. In R.B. Ruddell & N.J. Unrau,
Theoretical models and processes of reading (5th ed.) (pp. 1329-1362).
Stahl, S.A., & Fairbanks, M.M. (1986). The effects of vocabulary instruction: A model-based meta-analysis.
Review of Educational Research, 56, 72-110.